While there is extensive research regarding the readiness of faculty members to provide accommodations for students with disabilities in higher education, less has been reported concerning the preparation of teaching assistants in faculty-like positions. The investigation reported here focused on college-level language instruction, and it expands current understanding by incorporating the perceptions of teaching assistants. A survey of higher education institutions in the United States was conducted in order to gather impressions from language program directors, teaching assistants, and Disability Services Office staff about their perceptions of the collective effort to guarantee access to students with disabilities. Results indicate a mixed-pattern; and, while accommodating language students with learning disabilities is occurring, there is still significant need for ongoing awareness-raising and training.